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Uoft young adult services

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Uoft young adult services

  1. 1. Teens are Different And that’s OK Stephen Abram iSchool @ Toronto Jan.14, 2014
  2. 2. Has The Future Changed?
  3. 3. How?
  4. 4. Has the future changed? Has our future changed?
  5. 5. A Short List • Genomic knowledge • Nanotechnology • Thin – batteries, screens, etc. • Embedables and wearables • Bio-everything, Siri • Storage, Moore’s law • Wireless electricity • AI, Siri, Watson, ‘Her’ • • • • • • • • • • Stem Cells fMRI and The Brain Cloning Trucking and GPS Wind and other energy Robotics Massive Book Digitization Translation Streaming Media Seed Bank
  6. 6. A 1965 iPhone
  7. 7. Can libraries keep up with change? Can you recall buying a 45? Can you recall dials on TVs? Can you recall dialling?
  8. 8. Books
  9. 9. Books • • • • • • • • Print vs. digital (retronyms) Fiction vs. non fiction Articles vs. chapters Sound, visual, moving image, games, experiences Search vs. discovery Organization and storage Physical vs. device Ownership, access and use
  10. 10. HOW MANY MOONS ARE THERE IN OUR SOLAR SYSTEM?
  11. 11. 146 Moons plus 23 provisional moons
  12. 12. Considering the Whole Experience
  13. 13. 1 Fill That Gap 2.0 3
  14. 14. PROGRAMS
  15. 15. WHAT’S THE POINT?
  16. 16. Opinion • Every collection facet should be justified reciprocally with a program • It should be persona not demographically based • Consider user and community goals: culture, employment, • Makerspaces (for all ages and including writing)
  17. 17. Smelly Yellow Liquid Or Sex Appeal?
  18. 18. Have Students Changed?
  19. 19. News Flash The Internet and technology have now progressed well beyond their infancy.
  20. 20. News Flash News Flash Shift Happens
  21. 21. E-Learning
  22. 22. E-Learning
  23. 23. NextGen Differences       Increase in IQ - 15-25 Points Brain & Developmental Changes Eye Movement Changes Massive Behavioural Changes Major Decline in Crime Rates – 65%+ But still a 70% behavior overlap with Boomers (see Boomers & Beyond)
  24. 24. Discovery & Ideas
  25. 25. Has the future changed? Has our future changed?
  26. 26. COWS, etc.
  27. 27. Books
  28. 28. Grocery Stores
  29. 29. Cookbooks, Chefs . . .
  30. 30. Cookbooks, Chefs . . .
  31. 31. People Need Meals
  32. 32. Trans-Literacy: Move beyond reading & PC skills         Reading literacy Numeracy Critical literacy Social literacy Computer literacy Web literacy Content literacy Written literacy         News literacy Technology literacy Information literacy Media literacy Adaptive literacy Research literacy Academic literacy Reputation, Etc.
  33. 33. Can we frame the e-book issue so that it can be addressed rationally?
  34. 34. MindMap: What is a book? Reading 1. Reading 2. Learning 3. Pedagogy 4. Scaffolds 5. Research 6. Exploration 7. Reference 8. Engagement 9. Enjoyment 10.Evaluation
  35. 35. MindMap: What is a book? 1. 2. 3. 4. 5. 6. 7. 8. 9. Reading Learning Pedagogy Research Exploration Reference Engagement Enjoyment Evaluation
  36. 36. What do we need to know? What are we going to do next?
  37. 37. Be More Open to the Users’ Paths Filtering
  38. 38. Serve Everyone!
  39. 39. Teens and Libraries Lee Rainie Director Pew Research Center’s Internet & American Life Project Presented to: YALSA Teens and Libraries Summit January 23, 2013
  40. 40. What is the Pew Internet Project? A comprehensive and groundbreaking new report released Monday by the Pew Research Center’s Internet and American Life Project has found that only four users of Facebook derive pleasure of .... “As it turns out, the vast majority of human any kindtend to become depressed when they beings from the popular social networking website. past five years of their life see the According to the report, the remainderin a of summarized right there in front of them the 950 million people registered with Facebook, sad little timeline,” said lead researcher John despite using the site on a regular basis, take no Elliott. joy in doing so, and in fact feel a profound sense of hopelessness and despair immediately upon logging in… Number Of Users Who Actually Enjoy Facebook Down To 4
  41. 41. 7 takeaways from our research 1) 2) 3) 4) Teens live in a different information ecosystem Teens live in a different learning ecosystem Teens’ reading levels match/exceed adult levels Teens use libraries and librarians more than others, but don’t necessarily love libraries as much 5) Teens have different priorities in library services 6) Teens will behave differently in the world to come 7) The public and teachers recognize this and want libraries to adjust to it
  42. 42. 7 takeaways from our research 1) 2) 3) 4) Teens live in a different information ecosystem Teens live in a different learning ecosystem Teens’ reading levels match/exceed adult levels Teens’ use libraries and librarians more than others, but don’t necessarily love libraries as much 5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come 7) The public and teachers recognize this and want libraries to adjust to it
  43. 43. The super-tech-saturated teens • 95% use internet / ~ three-quarters have broadband at home ~ 60%-70% access internet on mobile device • 78% have cell phones / 47% have smartphones – 80% have desktop/laptop – 23% have tablet computers • 81% use social networking sites – 24% use Twitter – Approx. from young adult data: a quarter of teens use Instagram; 1 in 7 use Pinterest; 1 in 10 use Tumblr
  44. 44. Other factoids • Teens who play video games: 97% • Young adults (YA) who own e-reader or tablet: 50% • YA who prefer to get call rather than text: 45% • YA who prefer to get text rather than call: 40% • YA who have bumped into another person or object when they were concentrating on cell phone: 41% • YA who have been bumped into by another person concentrating on her/his phone: 61%
  45. 45. The traits of networked information • • • • • • • Pervasively generated Pervasively consumed Personal Participatory / social Linked Continually edited Multi-platformed • Real-time / just-in-time • Timeless / searchable • Given meaning through social networks and “algorithmic authority”
  46. 46. 7 takeaways from our research 1) 2) 3) 4) Teens live in a different information ecosystem Teens live in a different learning ecosystem Teens’ reading levels match/exceed adult levels Teens use libraries and librarians more than others, but don’t necessarily love libraries as much 5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come 7) The public and teachers recognize this and want libraries to adjust to it
  47. 47. Online survey of 2,462 teachers with College Board and National Writing Project • 77% of teachers surveyed say the internet and digital search tools have had a “mostly positive” impact on their students’ research work • 87% agree these technologies are creating an “easily distracted generation with short attention spans”
  48. 48. Online survey of 2,462 teachers with College Board and National Writing Project • 76% of the teachers in this study strongly agree “the internet enables students to access a wider range of resources than would otherwise be available” • 76% strongly agree that internet search engines have conditioned students to expect to be able to find information quickly and easily
  49. 49. Online survey of 2,462 teachers with College Board and National Writing Project • 65% agree to some extent that “the internet makes today’s students more selfsufficient researchers” 83% agree that the amount of information available online today is overwhelming to most students
  50. 50. Online survey of 2,462 teachers with College Board and National Writing Project • 90% agree that the internet encourages learning by connecting students to resources about topics of interest to them • 71% agree that today’s digital technologies discourage students from using a wide range of sources when conducting research
  51. 51. Grading students’ research skills
  52. 52. “Today’s students are really no different from previous generations, they just have different tools through which to express themselves.” Agree Disagree 47% 52%
  53. 53. 7 takeaways from our research 1) 2) 3) 4) Teens live in a different information ecosystem Teens live in a different learning ecosystem Teens’ reading levels match/exceed adult levels Teens use libraries and librarians more than others, but don’t necessarily love libraries as much 5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come 7) The public and teachers recognize this and want libraries to adjust to it
  54. 54. How many books Americans read Among book readers, the mean and median number of books each group read in the past 12 months, among all Americans ages 16 and older Mean number of books read (average) Median (midpoint) All those 16 and older 17 8 Ages 16-17 (n=144) 18 10 Ages 18-24 (n=298) 17 7 Ages 25-29 (n=186) 17 6 Ages 30-39 (n=434) 14 6 Ages 40-49 (n=449) 15 6 Ages 50-64 (n=804) 18 8 Ages 65+ (n=622) 23 12
  55. 55. Reading on a “typical day” (among book readers)
  56. 56. Young readers are instrumental readers
  57. 57. Young e-book readers read on all kinds of devices
  58. 58. 7 takeaways from our research 1) 2) 3) 4) Teens live in a different information ecosystem Teens live in a different learning ecosystem Teens’ reading levels match/exceed adult levels Teens use libraries and librarians more than others, but don’t necessarily love libraries as much 5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come 7) The public and teachers recognize this and want libraries to adjust to it
  59. 59. Used library in past year
  60. 60. Got help from a librarian (among library users)
  61. 61. How important is the library?
  62. 62. 7 takeaways from our research 1) 2) 3) 4) Teens live in a different information ecosystem Teens live in a different learning ecosystem Teens’ reading levels match/exceed adult levels Teens use libraries and librarians more than others, but don’t necessarily love libraries as much 5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come 7) The public and teachers recognize this and want libraries to adjust to it
  63. 63. Teens say they would likely use …
  64. 64. 7 takeaways from our research 1) 2) 3) 4) Teens live in a different information ecosystem Teens live in a different learning ecosystem Teens’ reading levels match/exceed adult levels Teens use libraries and librarians more than others, but don’t necessarily love libraries as much 5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come 7) The public and teachers recognize this and want libraries to adjust to it
  65. 65. How will hyperconnected Millennials live? http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx
  66. 66. Vote for …
  67. 67. Millennials’ future • In 2020 the brains of multitasking teens and young adults are "wired" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.
  68. 68. … or …
  69. 69. Millennials’ future • In 2020, the brains of multitasking teens and young adults are "wired" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.
  70. 70. Millennials’ future Change for the better 52% Change for the worse 42%
  71. 71. Theme - Supertaskers
  72. 72. Theme – New winners/losers
  73. 73. Theme – Distracted
  74. 74. Participatory, creative class -extras Close to three-quarters of online teens have created content for the internet January 9, 2009 114
  75. 75. Other content creation 39% of online teens have shared their own creations online January 9, 2009 115
  76. 76. Other content creation ~37% of online teens have rated a person, product, or service online January 9, 2009 116
  77. 77. Other content creation 26% of online teens report keeping their own personal webpage January 9, 2009 117
  78. 78. Other content creation ~25% of online teens have created or worked on webpages or blogs for others, including those for groups or school assignments January 9, 2009 118
  79. 79. Other content creation 20% of online teens say they remix content they find online into their own artistic creations January 9, 2009 119
  80. 80. 7 takeaways from our research 1) 2) 3) 4) Teens live in a different information ecosystem Teens live in a different learning ecosystem Teens’ reading levels match/exceed adult levels Teens use libraries and librarians more than others, but don’t necessarily love libraries as much 5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come 7) The public and teachers recognize this and want libraries to adjust to it
  81. 81. Teachers press for literacy • 57% spend class time helping students improve their search skills • 35% devote class time to helping students understand how search engines work and how search results are generated • Asked what curriculum changes might be necessary in middle and high schools today, 47% “strongly agree” and 44% “somewhat agree” that courses or content focusing on digital literacy must be incorporated into every school’s curriculum.
  82. 82. New literacies are being elevated - navigation literacy - connections and context literacy - skepticism - value of contemplative time - how to create content - personal information literacy - ethical behavior in new world June 25, 2010 122
  83. 83. Libraries.pewinternet.org Lee Rainie Email: lrainie@pewinternet.org Twitter: @Lrainie Kathryn Zickuhr Email: kzickuhr@pewinternet.org Twitter: @kzickuhr Kristen Purcell Email: @kpurcell@pewinternet.org Twitter: @kristenpurcell
  84. 84. Teens, Social Media and Privacy: Reputation management, third party access & exposure to advertising June 25, 2013 Maryland Children’s Online Privacy Workgroup Amanda Lenhart Senior Researcher, Director of Teens & Technology Pew Research Center
  85. 85. About Pew Internet / Pew Research • Part of the Pew Research Center, a non-partisan “fact tank” in Washington, DC • Studies how people use digital technologies • Does not promote specific technologies or make policy recommendations • Data for this talk is from nationally representative telephone surveys of U.S. adults and teens (on landlines and cell phones) Twitter version: We’re the public opinion, “just the facts”, non-advocacy, nonpolicy part of the Pew universe
  86. 86. Teens care about privacy and take technical & non-technical steps to manage it. • Teen Twitter use up significantly; Facebook remains dominant platform • Teens are sharing more details about themselves on profiles, but few do so publicly • Teens take steps to manage their reputations online by curating content they and others post to social media sites. •Teens do not show high levels of concern over third party use of their personal information •Teens express mixed feelings about advertising practices •
  87. 87. Teens care about privacy and take technical & non-technical steps to manage it. • Teen Twitter use up significantly; Facebook remains dominant platform • Teens are sharing more details about themselves on profiles, but few do so publicly • Teens take steps to manage their reputations online by curating content they and others post to social media sites. •Teens do not show high levels of concern over third party use of their personal information •Teens express mixed feelings about advertising practices
  88. 88. Teens care about privacy and take technical & non-technical steps to manage it. • Teen Twitter use up significantly; Facebook remains dominant platform. • Teens are sharing more details about themselves on profiles, but few do so publicly. • Teens take steps to manage their reputations online by curating content they and others post to social media sites. •Teens do not show high levels of concern over third party use of their personal information. •Teens express mixed feelings about advertising practices.
  89. 89. Teens care about privacy and take technical & non-technical steps to manage it. • Teen Twitter use up significantly; Facebook remains dominant platform. • Teens are sharing more details about themselves on profiles, but few do so publicly. • Teens take steps to manage their reputations online by curating content they and others post to social media sites. •Teens do not show high levels of concern over third party use of their personal information. •Teens express mixed feelings about advertising practices.
  90. 90. Teens don’t always have a good understanding about how their personal data is used: Middle Schooler: “Anyone who isn’t friends with me cannot see anything about my profile except my name and gender.  I don’t believe that [Facebook] would do anything with my info.” High Schooler: “I don’t know if Facebook gives access to others.  I hope not.” High School Boy: “I don’t think [Facebook] should give anyone access to profile information.” High School Girl: “It depends on what kind of profile information they’d share. If it was only my age and gender, I wouldn’t mind.  If they went into detail and shared personal things, I would mind!” High school boy: “I don’t think it would be fair because it is my information and should not be shared with others, unless I decide to.”
  91. 91. Other teens were more knowledgeable about information sharing with third parties, and were often philosophical about the reasons why that information might be shared. High school boy: “I think that Facebook gives apps and ads info to try and give you ads that pertain to you.” Middle school boy: “I know that Facebook gives access to my info to other companies.  I don’t like that they do it, but they have the right to so you cannot help it.”
  92. 92. Teens care about privacy and take technical & non-technical steps to manage it. • Teen Twitter use up significantly; Facebook remains dominant platform. • Teens are sharing more details about themselves on profiles, but few do so publicly. • Teens take steps to manage their reputations online by curating content they and others post to social media sites. •Teens do not show high levels of concern over third party use of their personal information. •Teens express mixed feelings about advertising practices.
  93. 93. Exposure to inappropriate ads • 30% of teens say they’ve received online advertising that is “clearly inappropriate” for their age. • Equally likely to encounter inappropriate ads based on age, sex, SES status or location. • “Inappropriate” was defined by the respondent – could be younger, could be older.
  94. 94. Male (age 17): “Those ads are annoying. There’s no point for those ads.” Male (age 16): “It's mostly just bands and musicians that I ‘like’ [on Facebook], but also different companies that I ‘like’, whether they're clothing or mostly skateboarding companies. I can see what they're up to, whether they're posting videos or new products... [because] a lot of times you don't hear about it as fast, because I don't feel the need to Google every company that I want to keep up with every day. So with the news feed, it's all right there, and you know exactly.” Male (age 13): “I usually just hit allow on everything [when I get a new app]. Because I feel like it would get more features. And a lot of people allow it, so it's not like they're going to single out my stuff. I don't really feel worried about it.”
  95. 95. alenhart@pewresearch.org @amanda_lenhart @pewinternet @pewresearch
  96. 96. What do I care about? Stephen Abram, MLS
  97. 97. ROLE OF LIBRARIAN(S), TEACHERS, ADMINISTRATION
  98. 98. VALUE AND PROOFS ADVOCACY
  99. 99. CURRICULUM ALIGNMENT
  100. 100. ASSESSMENT
  101. 101. READABILITY: LEXILES
  102. 102. DEVELOPMENTAL ISSUES
  103. 103. SCAFFOLDING: AGE / STAGE
  104. 104. EXPERIENCE PORTALS
  105. 105. LEARNING STYLES
  106. 106. FROM GROCERY STORE TO MEAL
  107. 107. FRAMING: THE ROLE OF ENCYCLOPEDIA
  108. 108. DISCOVERY
  109. 109. THE DIGITAL SHIFT CREATES WEAKNESSES TOO
  110. 110. PRIMARY SOURCES
  111. 111. SECONDARY SOURCES
  112. 112. TERTIARY, NEXT GENERATION SOURCES
  113. 113. BEYOND TEXT
  114. 114. INFORMATION ETHICS: CITATION
  115. 115. SAFETY: IDENTITY, PRIVACY, BULLYING, CONFIDENTIALITY, PURCHASING, …
  116. 116. PARTNERSHIPS FOR ACTION
  117. 117. SUSTAINABLE PARTNERSHIPS
  118. 118. PUBLIC LIBRARY / SCHOOL LIBRARY PARTNERSHIPS
  119. 119. GAMIFICATION
  120. 120. TECHNOLOGY SKILLS: BYOD, FORMAT, SEARCH, …
  121. 121. SCALABILITY
  122. 122. IMPACT: OUTPUTS, MEASUREMENTS, PERFORMANCE, …
  123. 123. PREPAREDNESS
  124. 124. THE WORLD THEY’LL SUCCEED IN AND NOT THE ONE THAT’S OVER
  125. 125. DISCUSSION
  126. 126. To whom do I listen and follow?         Justin Hoenke YALSA Michael Stephens Sara Houghton Buffy Hamilton Bobbie Newman Gretchen Caserotti David Lee King  Rebecca Jones & Jane Dysart  Seth Godin  Blake Carver  JP Porcaro  Patrick Sweeney  Aaron Schmidt  Don Tapscott  Aaron
  127. 127. er of libraries The pow
  128. 128. Stephen Abram, MLS, FSLA VP strategic partnerships and markets Cengage Learning (Gale) Cel: 416-669-4855 stephen.abram@cengage.com Stephen’s Lighthouse Blog http://stephenslighthouse.com Facebook: Stephen Abram LinkedIn / Plaxo: Stephen Abram Twitter: sabram SlideShare: StephenAbram1

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